Brendan Passmore
Teaching Portfolio
Standard Two
Standard Two states a proficient teacher should know the content and how to teach it. A teacher should continue to develop their understanding of content as well as a broad range of teaching strategies. They must provide a diverse range of students with an equal opportunity for a good education (AITSL, 2014).
Content should be taught in an organised, thoughtfully sequenced manner. Opportunities to interact with communication technology are present in the classroom, catering for 21st century learners.
Feedback from EPT218 Supervising Teacher:
Brendan demonstrated knowledge, and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. Brendan organised content into an effective learning and teaching sequence especially working with the students on place value and fractions. Brendan used curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. Brendan knows and understands literacy and numeracy teaching strategies and their application in teaching areas. Brendan supported the students with ICT in the production of their article pieces.
Graduate Standards
Focus Area 2.1
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Focus Area 2.2
Organise content into an effective learning and teaching sequence.
Focus Area 2.3
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
EVIDENCE: Lesson plan with clear sequences and planning
Please click on the images to see them in their entirety.
Whilst on placement at Middle Indigo Primary School I was predominantly teaching a F-3 classroom. I was however, lucky enough to be offered several chances to conduct lessons for the 4-6 class. I always jumped at these opportunities, as teaching senior maths is my goal.
I have attached a copy of a mathematics lesson I taught the composite class, as I believe it shows knowledge and understanding of numeracy content and how to teach it (AITSL, 2014). The lesson is clearly sequenced (AITSL, 2014) with outcomes drawn directly from the NSW Mathematics Syllabus (BOSTES, 2012).
I had high expectations for the students in this lesson. These expectations were made clear from the beginning, as high expectations are among the most powerful influences in enhancing student achievement (McDonald, 2013, p.135). The lesson ran extremely well with the students meeting most if not all of the presented outcomes. This was one of the most thoroughly planned lessons I taught throughout the placement, as is evident in the lesson plan above. Effective planning is necessary in creating a positive learning environment in which students may thrive (Burden, 2000, p.132).
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Focus Area 2.4
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Focus Area 2.5
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
EVIDENCE: Mid placement report by CSU Liaison Officer Tanya Harvey
Reflecting on a literacy lesson with the associate teacher and university liaison officer Tanya Harvey was beneficial in developing my understanding of classroom strategies (AITSL, 2014). Tanya was extremely supportive and congratulatory in regards to the lesson. In our discussion Tanya recognised the literacy and behaviour management strategies (AITSL, 2014) which I worked into my lesson. Tanya's prescence actually set off one of the young girls with behavioural difficulties in the class. I was eventually able to engage this young girl in the lesson, despite her extreme resistance. I was consistently supportive of the young lady, treating her with dignity and respect as outlined by the 'Strengths Based Approach' (McCashen, 2005, p.3)
Tanya recognised my knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area (AITSL, 2014), which were evident in the literacy lesson. The lesson was designed to provide students with the tools they needed to differentiate between an autobiography and a biography and subsequently write their own. By the conclusion of the lesson, the students could clearly demonstrate the difference, within hearing one sentence of an example. They also all produced their own autobiography which were extremely well written.
Focus Area 2.6
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Ms. Burnett, my supervising teacher and principle at Middle Indigo Primary School completed the EPT218 final report. Ms. Burnett believed I had demonstrated proficiency in all seven of the standards outlined by the Australian Institute for Teaching and School Leadership (AITSL, 2014). Ms. Burnett recognised that I was demonstrating proficiency in focus areas 2.2, 2.3 and 2.4. I was considered to be exceeding expectations in focus areas 2.1, 2.5 and 2.6.
I have collected evidence which demonstrates my understanding of standard two of the Australian Professional Standards for Teachers (AITSL, 2014). I currently have three pieces of evidence for this standard. As a component of the EPT329 placement I aim to collect evidence for focus areas one, two, four and six.